HS Capacity Builders #2
November 9, 2017
Agenda
8:30 Welcome
8:45 Crosscutting Concepts
10:15 HABs
11:30 Lunch
12:30 Assessment
1:30 Planning to Take it Back
Norms
Others to add?
What did you bring back to your PLC from our last session? How did it go?
Share an NGSS lesson that you have tried on in the last month. What were the positives and challenges of this lesson?
State Testing Agenda Item - Nov
Item 07 (DOC)
Subject: California Assessment of Student Performance and Progress: Approve California Science Test Blueprint, General Achievement Level Descriptors, and Score Reporting Structure; and Approve California Spanish Assessment Blueprint, General Achievement Level Descriptors, and Score Reporting Structure.
Type of Action: Action, Information
Share your current understanding of Crosscutting Concepts at your table.
CCC Match Up
Read your Crosscutting Concept or Definition.
Find your matching piece
Once you find your match
- stay together and think about an example of that CCC you have taught this semester.
There are multiple pairs of each CCC
- make sure your set has ONE Example, ONE Definition, ONE Title
Be prepared to share your group’s cards.
Look at all of the example cards at the station.
Decide as a group which CCC you think best fits the cards at that station.
BREAK
Debrief the Stations
CCC Progressions Card Sort
CCC → Grade Band | Patterns | Energy and Matter | Scale, Proportion, and Quantity | Stability and Change | Structure and Function | Systems and System Models | Cause and Effect |
(T)K-2 | | | | | | | |
3-5 | | | | | | | |
6-8 | | | | | | | |
9-12 | | | | | | | |
Observe a cup of ice water
What do you notice?
Write down your observations.
Write down your questions.
Use the lens of a CCC
Observe the cup of ice water again.
What do you notice in light of the Crosscutting Concept you have been assigned?
What questions do you have about the ice water with the lens of your crosscutting concept?
Be prepared to share.
Debrief using the CCC as a Lens
How did the lens of the CCC change the observations about the ice water?
How did the lens of the CCC change the questions about the ice water?
How would asking students to forefront a CCC in their learning change their explanations of a phenomenon?
What else can you do with CCCs?
LUNCH
Phenomenon:
Lobster Fisheries were closed in CA in October 2017.
Domoic Acid - Where does it come from?
Algae divide (bloom) when sea surfaces are warm and winds are low.
Excessive algae growth/division depletes oxygen
Winter storms cause upwelling which brings nutrient rich water to the surface of oceans.
When algae run out of oxygen they stop dividing.
Domoic acid builds up in algae that stop dividing.
Algal Blooms
Algal Blooms
What might cause the algal blooms to become toxic to marine animals?
Think Individually
Discuss at your table
*All ideas are welcome and good
Dive into the Data
Look at your Data Set
Ecosystem Quick-Research
Sketch a quick cycle of matter and flow of energy that might be plausible in the Santa Cruz Island marine ecosystem.
Put it all together:
What claim does the article make about why the lobster fisheries close last month?
Formative Assessment and the CC
Critical Concepts and Proficiency Scales
Assessment based on:
SEP
DCI
CCC
Student thinking about the phenomenon
How might you assess today’s learning?
Read the selection provided.
Annotate for ideas you are interested in or questions you have.
How might you assess today’s learning?
Whiteboard ideas for formative assessment in today’s learning.
Add any other important ideas from the reading.
Learning Target Notes
Anecdotal Notes tied to parts of the learning performance:
Where do the Learning Targets come from? How do you get to all of the Students?
Student | Learning Target 1 | Learning Target 2 | Learning Target 3 |
A | | | |
B | | | |
C | | | |
D | | | |
E | | | |
Building towards proficiency
Highlight directly on the scale as you observe evidence of learning.
How long a period of time could this evidence collecting be used? Why?
Level 3.0 | HS-ESS2-6—Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere (for example, create a quantitative model of a biogeochemical cycle that includes the cycling of carbon through the ocean, atmosphere, soil, and biosphere—including humans—and use it to explain how carbon provides the foundation for all living organisms). | ||
Level 2.0 | Disciplinary Core Ideas | Science and Engineering Practices | Crosscutting Concepts |
| Students use and develop models to predict and show relationships among variables between systems and their components in the natural and designed world. Students use models to show both visible and invisible components of the system. Students evaluate the merits and limitations of the model. At this level, students do not use multiple models to synthesize understanding | Students explain that the total amount of energy and matter in closed systems is conserved. They can describe changes of energy and matter in a system in terms of energy and matter flows into, out of, and within that system. They also explain that energy cannot be created or destroyed. It only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. | |
After Lesson Check
Sort Student Work from the class based on learning target.
How does this sorting inform the instructional plan?
How can we assess for the Crosscutting Concept?
CCCs for Secondary Students
Plan to take back to your site
What part of today’s work can you take back to your site or PLC?
How can the Crosscutting Concepts be used across science courses?
How can formative assessment be developed in PLCs?
Homework:
Please leave a sticky with a:
GOT
NEED
Thank you!
Sub Code:
5563 62640 00 1192 11 00 01 0000